Instructor, Indigenous Education (IST 201: ReconciliAction)

Classes run January 8 to April 9, 2027 on Fridays from 9:00AM to 12:00PM. The course will be a mix of online and in-person classes, as follows: January 15, 29; February 12, 26; March 12; April 2 are online classes. January 8, 22; February 5, 19; March 5, 19; Apr 9 are in person on the Comox Valley campus.

The course provides a relevant pathway for learners to explore personal visions, values, ethics, and beliefs in context to experiencing local language and culture in culturally safe, intercultural environments. Learners will explore holistic relationships with the land, sea, sky, sacred and
social realms, by drawing on local Indigenous ways of knowing, being, languages and cultures. Learners will explore healing and the social realities that may present barriers to the Truth and Reconciliation Calls to Action (TRC) and full implementation of the United Nations Declaration
of Rights for Indigenous People (UNDRIP). Learners will create and share personal portfolios that reflect their holistic perspectives and commitments to the calls to action. Familiarity with TRC Calls to Action and UNDRIP are recommended. Classes run January 8 to April 9, 2027 on Fridays from 9:00AM to 12:00PM. The course will be a mix of online and in-person classes, as follows: January 15, 29; February 12, 26; March 12; April 2 are online classes. January 8, 22; February 5, 19; March 5, 19; Apr 9 are in person on the Comox Valley campus.

The teaching faculty of North Island College are responsible for implementing the College’s vision, goals, and objectives as they relate to teaching and learning. To carry out their teaching assignments, faculty use organizational skills, inter-personal skills, and their knowledge of subject matter, pedagogy, and curricular design. In addition, they have a responsibility to serve as role models for students and colleagues.

The responsibilities and typical duties listed below constitute a generic job description for teaching faculty whose responsibility may be for the delivery of scheduled classes, the support of self-paced, on-line, and distance courses, and/or instruction and supervision in laboratories, practicums, shops, etc.

- Creates a Positive Climate and Culture;
- Effective Communication Skills;
- Effectively Develops Goals & Objectives;
- Focuses Effectively on Key Results and Priorities;
- Demonstrates a Focus on Continuous Improvement;
- Interpersonal Effectiveness.

1.0 INSTRUCTIONAL
- To plan and prepare learning materials for instructional environments;
- To use a variety of approaches and materials, as appropriate, in order to address different learning needs;
- To teach in assigned subject areas and to include in courses, and in course outlines, all required subject matter or skill activity;
- To direct student learning in a positive, supportive, and caring environment;
- To be available to students regularly during scheduled office hours and classroom hours, to discuss their progress and other issues that influence their learning. (30 hours/wk.) (See Policy #3-03: Faculty Absence from Class – Cancellation of Classes);
- To clearly communicate in writing learning outcomes for programs and courses, and the way in which learners will be evaluated against those outcomes;
- To design and conduct evaluations or appraisals of students and to keep students informed of their progress;
- To submit grades in a timely manner, in accordance with Policy 4-15, Reporting Final Grades;
- To maintain records of student enrollment and achievement and other records required by the College and affiliated agencies. At the end of employment with the College, to submit marks and student records to the department Chair.

2.0 TYPICAL PROFESSIONAL DUTIES OF INSTRUCTIONAL FACULTY
- To be aware of, and to work within, College educational policies;
- To be aware of the Education and Strategic plans and to contribute to their development and assist in the achievement of its goals and objectives;
- To advise the Department Chair, within a reasonable time frame, of items that need to be ordered so that inventories of books, supplies, and equipment are adequate for the courses taught;
- To advise the Department Chair regarding enrollment management (recruitment and retention) strategies for their areas of responsibility;
- To advise the Department Chair responsible, and the appropriate Administrator and/or Campus Health and Safety Committee, of any health and safety concerns and to assist, where possible, in rectifying the problem;
-To demonstrate knowledge of computer applications appropriate to the teaching environment;
- To maintain continuous professional development of competencies and qualifications as required in the appropriate discipline;
- To participate actively as a contributing member of the College community on College committees and other College-wide activities, where appropriate;
- To participate in department meetings and other department activities during normal working hours, when possible;
- To undertake other related responsibilities and duties which may be assigned by the College when course load permits.

3.0 COMMITMENT TO INDIGENOUS-LED, IN-COMMUNITY PROGRAMMING
-Build and sustain respectful, trust-based relationships with Indigenous students, communities, leaders, and organizations.
-Actively engage with communities to ensure programming reflects local priorities, values, and knowledge systems.
-Demonstrate cultural responsiveness, adaptability, and humility in navigating challenges and opportunities.
-Create culturally safe, healing-focused classrooms that support holistic student well-being—emotional, physical, spiritual, cognitive, and social.
-Guide learners in developing reflective portfolios that include personal values, educational and career goals, wellness strategies, and achievement plans.
-Integrate Indigenous knowledge systems, land-based learning, and intercultural teachings into curriculum design and course delivery.
-Encourage learners to explore and articulate their personal visions and belief systems in ways that reflect both individual identity and community values.
-Support students in building foundational competencies and essential skills for further education or career pathways. Examples of this may include but are not limited to: communication skills, critical thinking, problem solving, critical thinking and problem solving.
-Offer experiential, collaborative, and reflective learning to build student confidence and engagement.
-Collaborate meaningfully with Elders, Knowledge Keepers, and community members to ensure respectful, authentic learning experiences.
-Adapt teaching approaches to meet the diverse cultural, educational, and personal backgrounds of adult learners.
-Provide formative, strengths-based feedback aligned with holistic learning outcomes.
-Engage in ongoing professional development in Indigenous education, cultural safety, trauma-informed practices, and adult learning methodologies.

- Minimum of Master’s Degree in related discipline; minimum three years of related experience working with Indigenous learners/communities or equivalent training and experience.
- The ideal candidate/s will be local First Nations with experience in trauma informed practice, cultural competency and cultural safety, as well as, an in-depth understanding of local First Nations language, culture, ways of knowing, being, and doing.

- Ability to demonstrate effective team behaviours, support cooperative and effective working relationships and contribute to shared team goals;
- Excellent interpersonal, oral and written communication skills;
- Demonstrated excellent instructional abilities, using creative and motivating approaches to stimulate learning;
- Excellent organizational and time management skills with the ability to plan and prioritize, and efficiently meet deadlines;
- Basic level of proficiency with MS Office software applications, the internet and web-based applications.

Please scan copies of your transcripts into one document for attachment. If your transcripts are not available at the time of application, please attach a letter or certificate of confirmation from the educational institution.

Faculty Sessional